y 



University ol tlie State ol New York Bulletin 

Entered aa tecond-class matter August 2, 1913, at the Post OfiBce at Albany, 
N. Y., under the act of August 24, 1912. Acceptance for mailinc at 
special rate of postage provided for in section 1103, act of 
October 3, 1917, authorized July 19, 1918 

Published Fortnightly- 



No. 754 



ALBANY, N. Y. 



March 15, 1922 



STATE-AIDED HIGH SCHOOL DEPARTMENTS 
OF HOMEMAKING - 



1 ? 



b 



PAGE 

Purpose of this bulletin 3 

Need and purpose of the home- 
making department 3 

Principle underlying state aid ... 4 

Preliminary investigations 4 

Course accredited for college 

entrance 5 

Establishing a department of 

vocational homemaking 5 

Advisory board 5 

Organization of the homemaking 

department or school 6 

State aid 7 

Qualifications and number of 

pupils 7 

Time requirement 7 



PAGE 

Regents credit 7 

Teachers schedules 8 

Location and housing 8 

Library 9 

Lunch room 9 

Equipment 9 

Qualifications of teachers 10 

Suggested curriculum 11 

Notes concerning the curriculum. 11 

Course of study 13 

Vocational content 13 

Home projects .' 13 

Required reports 15 

Education Law relative to voca- 
tional instruction 15 



ALBANY 
THE UNIVERSITY OF THE STATE OF NEW YORK PRESS 

1922 



T79r-My22-2S00(857)' 



•jRonograpV* 



THE UNIVERSITY OF THE STATE OF NEW YORK 

Regents of the University 
With years when terms expire 

1926 Pliny T. Sexton LL.B., LL.D., Chancellor 

Emeritus ------------ Palmyra 

1934 Chester S. Lord M.A., LL.D., Chancellor - - Brooklyn 

1924 Adelbert Moot LL.D., Vice Chancellor - - - Buffalo 

1927 Albert Vander Veer M.D., M.A., Ph.D., LL.D. Albany 

1925 Charles B. Alexander M.A., LL.B., LL.D., 

Litt. D. ------------- Tuxedo 

1928 Walter Guest Kellogg B.A., LL.D. - - - - Ogdensburg 

1932 James Byrne B.A., LL.B., LL.D. - - - - - New York 

1929 Herbert L. Bridgman M.A;; LL.D. - - - - Brooklyn 
1931 Thomas J. Mangan M.A. ------- Binghamton 

1933 William J. Wallin M.A. *- - - - - - - Yonkers 

1923 William Bondy M.A., LL.B., Ph.D. - - - - New York 

1930 William P. Baker B.L., Litt. D. - - - - - Syracuse 

President of the University and Commissioner of Education 

Frank P. Graves Ph.D., Litt, D., L.H.D., LL.D. 

Deputy Commissioner and Counsel 

Frank B. Gilbert B.A., LL.D. 

Assistant Commissioner and Director of Professional Education 

Augustus S. Downing M.A., Pd.D., L.H.D., LL.D. 

Assistant Commissioner for Secondary Education 

Charles F. Wheelock B.S., Pd.D., LL.D. 

Assistant Commissioner for Elementary Education 

George M. Wiley M.A., Pd.D., LL.D. 

Director of State Library 

James I. Wyer M.L.S., Pd.D. 

Director of Science and State Museum 

John M. Clarke D.Sc, LL.D. 

Chiefs and Directors of Divisions 

Administration, Hiram C. Case 

Archives and History, James Sullivan M.A., Ph.D. 

Attendance, James D. Sullivan 

Examinations and Inspections, Avery W. Skinner B.A. 

Finance, Clark W. Halliday 

Law, Frank B. Gilbert B.A., LL.D., Counsel 

Library Extension, William R. Watson B.S. 

Library School, Edna M. Sanderson B.A., B.L.S. 

School Buildings and Grounds, Frank H. Wood M.A. 

School Libraries, Sherman Williams Pd.D. 

Visual Instruction) Ai^;BSJ^RWoiAs?®4^j^^h.B(. 

Vocational and Extension E4esafek)n, Lewis! A. Wilson 



ij^AUAIJ^|itIa..a., 



University ol tlie State o! New Yorl[ Bulletin 

Entered as second-class matter August 2, 1913, at the Post Office at Albany, 

N. Y., under the act of August 24, 1912. Acceptance for mailing at 

special rate of postage provided for in section 1103, act of 

October 3, 1917, authorized July 19, 1918 

Published Fortnightly 
No. 754 ALBANY, N. Y. March 15, 1922 



STATE-AIDED HIGH SCHOOL DEPARTMENTS 
T/ / 7 4- OF HOMEM AKING 

,^ ., ^ PURPOSE OF THIS BULLETIN 
■ -^ -^/ , 
This bulletin would direct attention to the requirements of the 

Education Law, as amended to May 1922, in so far as they relate 
to state-aided high school departments of homemaking, and to the 
regulations and recommendations of the Commissioner of Educa- 
tion in respect to such schools. Additional information as to this 
type of vocational education may be secured from the Director of 
Vocational and Extension Education, State Education Department, 
Albany, N. Y. 

The general bulletins issvied by this Division are as follows: 

1 State-aided Evening Vocational Schools 

2 High School Departments of Vocational Agriculture 

3 State-aided High School Departments of Homemaking 

4 The General Industrial School 

5 Unit Trade and Technical Schools 

6 Part-time or Continuation Schools 



NEED AND PURPOSE OF THE HOMEMAKING 
DEPARTMENT 

The need of training for homemaking is obvious and has been 
demonstrated during the recent crisis by the large numbers of 
housekeepers who took advantage of the opportunities of increasing 
their knowledge regarding foods, clothing and home management, 
offered by the state and federal governments. 

Since homemaking is an occupation which practically all women 
pursue for varying periods of time, it is the desire and duty of the 
State Department to encourage local communities to provide train- 
ing for this occupation in the public schools. Some of the courses 
in foods, clothing and home management now being offered in our 



4 THE UNIVERSITY OF THE STATE OF NEW YORK 

public schools fail as a whole to reach the large majority of our 
young girls. Many such courses are so meager that the educational 
results are reduced to a minimum. 

The purpose of the homemaking department is to offer to pupils 
of secondary school age a well-rounded course embodying the gen- 
eral principles of household organization and management with 
opportunity for laboratory practice. It is hoped that homemaking 
will, in due time, be a general course for high school girls who 
are not planning to enter a classical college or preparing for office 
positions. The course as planned will not only prepare the girl to 
manage her home, but will also lay a foundation for wage-earning 
occupations -which have their origin in the homemaking activities. 

Experience has shown that girls who have pursued the work of 
the various homemaking schools have developed an appreciation of 
the problems of the house, both family and institutional, and have 
displayed an interest in civic and industrial conditions. They have 
demonstrated powers of organization and have exhibited awakened 
initiative, growth in judgment and ability to discriminate. 



PRINCIPLE UNDERLYING STATE AID 

In order to stimulate and encourage communities to organize 
homemaking departments in high schools, the amended vocational 
law increases the amount of state aid. Under the terms of the law 
it is now possible for any locality to organize a homemaking depart- 
ment independent of either the agricultural or the industrial depart- 
ments, or schools, and to receive state aid on the same basis as an 
independent school, except in certain cases where agricultural and 
homemaking departments conducted in the same school are defined 
under the law as constituting a single vocational school. Many 
localities may be enabled to organize a homemaking department 
by reason of the additional aid. 



PRELIMINARY INVESTIGATIONS 

The local home needs should always be taken into consideration 
in the organization and conduct of a homemaking department. To 
this end a study of local conditions may well be made before such 
a course is planned. This study will include the home attitude 
toward and local activities connected with homemaking education, 
the factors existing in the school system, and the probable vocations 



STATE-AIDED HIGH SCHOOL DEPARTMENTS OF HOMEMAKING 5 

of its young women. In practically all communities there will be 
groups of young women whose immediate vocation after leaving 
school will be that of keeping a home. 



COURSE ACCREDITED FOR COLLEGE ENTRANCE 

Pupils who complete the homemaking course in any high school 
and who receive the academic diploma in vocational subjects will 
be admitted to all state normal schools and to the home economics 
course in the following colleges : New York State College for 
Teachers, Buffalo Normal School, Cornell University, Syracuse 
University, Russell Sage College. 

ESTABLISHING A DEPARTMENT OF VOCATIONAL 

HOMEMAKING 

In a city, a board of education has authority to establish a high 
school department of vocational homemaking but in a union free 
school district or a common school district, if it seems expedient 
to establish a department of homemaking, the question must be 
submitted to an annual or special district meeting. The resolutions 
should be voted upon either by ballot or by taking and recording 
the ayes or noes. The resolution to be submitted at each meeting 
may be in the following form : 

Resolved, That the trustees or board of trustees of or board 

of education of union free school district no town of 

county of , establish and maintain as a part of the 

public school system of such district a department of homemaking for the 
school year beginning August 1, 192...., and provide the necessary equip- 
ment and instruction therefor. 

Soon after the resolution is adopted the board of education or 
trustees should provide for raising in the annual tax budget such 
a sum as may be necessary to carry out the provisions of the reso- 
lution. Immediate steps should also be taken to investigate the 
record of some woman who is competent to teach homemaking. 
The qualifications of teachers on page 10 furnish an idea of what 
is required. 

ADVISORY BOARD 

The law provides for the appointment iw a board of education 
of an advisory board of five members to counsel with and advise 
school authorities in regard to the establishment and maintenance 



6 THE UNIVERSITY OF THE STATE OF NEW YORK 

of vocational schools. Women, experienced and talented in home- 
making, should be chosen to serve as members of such advisory- 
boards. 

It is suggested that this board have stated meetings and be pre- 
pared to (1) advise in the organization of courses of study, (2) 
assist in the development of a proper understanding on the part 
of the school patrons concerning the work of the department in 
its relation to the community, (3) give practical talks at the school 
and assist with school exhibits and entertainments, (4) assist in 
the organization and supervision of the home project activities of 
high school pupils, and (5) promote in any other manner the inter- 
ests of the department. 

ORGANIZATION OF THE HOMEMAKING DEPARTMENT 

OR SCHOOL 

The term " school " is defined by article 22 of the Education 
Law to include any department or course of instruction established 
and maintained in a public school for any of the purposes set forth 
in that article. 

A high school department of vocational homemaking is to be 
considered an integral part of the organization of a public high school. 
Pupils in such a department recite their nonvocational subjects, 
such as English, history, economics, science and mathematics, in the 
same classes with pupils in other departments in the school. But 
the homemaking department shall be organized as a separate course 
or department with the groups of young women segregated for 
their homemaking subjects. 

The first teacher of homemaking in a state-aided school may not 
teach any other classes than the state-aided classes, except in special 
cases and then after consultation with and approval by the Commis- 
sioner of Education. She may, however, have general supervision 
of all home economics work in the school system in order that a 
continuity of purpose may be preserved. The second teacher of 
homemaking in state-aided schools may devote part of her time to 
the teaching of elementary or other non-state-aided home economics 
classes with the understanding that the amount of state aid to be 
given shall be prorated on the basis of the amount of salary paid 
for teaching pupils in the homemaking department exclusively. 



STATE-AIDED HIGH SCHOOL DEPARTMENTS OF HOMEMAKING 7 

STATE AID 

In the annual apportionment of the state school moneys, the 
Commissioner of Education will apportion to a city or school dis- 
trict maintaining an approved homemaking department a sum equal 
to two-thirds of the salary paid to the first teacher whose work 
is devoted exclusively to such homemaking instruction, but not 
exceeding $1000 state aid. 

For each additional teacher employed in connection with a home- 
making department a sum equal to one-half of the salary paid to 
each such additional teacher will be apportioned, but not exceeding 
$1000 state aid for each teacher. In the case of any teacher after 
the first, a pro rata quota may be obtained based on the amount 
of compensation paid for teaching exclusively pupils registered in 
a homemaking department, but not exceeding $1000 in the case of 
any one teacher. 

QUALIFICATIONS AND NUMBER OF PUPILS 

A homemaking school may be organized if twelve pupils are 
enrolled in the department. The maximum number of pupils in 
a homemaking class shall be twenty-four and no class of less than 
six pupils shall be conducted unless it is an advanced class in a 
third or fourth year subject, or unless the school board authorities 
submit evidence showing that such condition is temporary in char- 
acter. This regulation permits of the maintenance only of suitable 
sized classes in which the maximum of interest and inspiration may 
be sustained. 

TIME REQUIREMENT 

Each pupil in the homemaking department shall devote one 
double period (90 minutes) a day to homemaking subjects as out- 
lined under the " Course of Study " and shall devote the equivalent 
of one 45-minute period a day to the planning and execution of a 
supervised home project in accordance with the regulations out- 
lined under " Required Home Projects." 

REGENTS CREDIT 

Each year's work in homemaking subjects shall be accredited 
7j^ Regents counts. The total number of Regents counts which 



Q THE UNIVERSITY OF THE STATE OF NEW YORK 

may be obtained for the four years of work in homemaking is 30, 
but 42 additional counts in academic subjects must be earned by 
pupils desiring an academic diploma. 

The academic program may be planned according to the 
schedule advised on page 11. The required subjects are English, 
civics, science, mathematics and history. Pupils may elect, under 
guidance, from the general high school academic curriculum the 
remaining academic counts. 

TEACHERS SCHEDULES 

It is recommended that no homemaking teacher be required to 
devote more than tliree double periods (4^ clock hours) to actual 
class instruction each day, subject to the following special limitations: 

1 A teacher of homemaking who has supervision of a lunch room 
during the luncheon hour is to be given free time during the teaching 
day to the equivalent of the noon session of the school. 

2 A teacher of homemaking, who is also the home coordinator 
having supervision of the home projects, shall be released from 
teaching for the corresponding number of hours that she must 
devote after school or on Saturdays to such home supervision, which 
necessarily must be done outside of the regular school day. 

3 The time of the first homemaking teacher is to be devoted 
exclusively to the teaching or supervision of homemaking subjects 
in the homemaking school. This precludes the supervision of a 
general study hall and the teaching of other than homemaking 
pupils. She may, however, have general supervision of all home 
economics work in the school system. 

LOa\TION AND HOUSING 

The housing of the homemaking classes shall be in the high 
school building or a suitable building or rooms within an easy dis- 
tance that shall not detract from the inspiration or interest in the 
work. 

It is recommended that all rooms to be used for homemaking 
subjects be above ground level and that no room be of such a char- 
acter that artificial lighting would be necessary or where proper 
ventilation and heating would not be possible. 

In rural communities and where the classes in homemaking are 
small, one room may be utilized to house the homemaking depart- 



STATE-AIDED HIGH SCHOOL DEPARTMENTS OF HOMEMAKING y 

ment. The room may be arranged into home units as kitchen, 
dining room, clothing and bedroom. The home units may be sepa- 
rated by using semibeaver-board partitions, or screens. Partitions 
may be omitted, however. 

In larger communities two rooms should be provided. One room 
may be used as school kitchen and dining room, and the other room 
as clothing room and bedroom. 

In many communities school buildings are overcrowded. There- 
fore it is necessary to secure quarters for some of the school work 
outside the school building. A house not only relieves the con- 
gestion in the school but presents many advantages for teaching 
homemaking. It provides rooms to be furnished by the classes, 
presents the problem of teaching housekeeping and house care, enter- 
taining and serving groups of people and develops responsibility and 
initiative on the part of the girls. More group and problem solving 
work may be developed in the use of the various rooms of the 
house than in the school laboratory. 

A detailed list of equipment will be sent to schools upon request 
to the Division of Vocational and Extension Education. 

LIBRARY 

A well-selected collection of books on the different phases of 
homemaking is absolutely necessary for successful classroom and 
project work. Every pupil should have some time scheduled for 
use of the library and should be encouraged to make use of the 
library books in and out of school. All projects shovild include a 
bibliography of reference books used. Several well-selected maga- 
zines are needed in the clothing, house-planning and decorating, 
and food classes, and also illustrative material and charts. 

LUNCH ROOM 

Nearly every school now conducts a lunch for school children. 
A separate room should be provided for this. Children should not 
be expected to eat their lunches in the school kitchen or homemaking 
rooms. The lunch room should adjoin the homemaking department, 
or should be made easily accessible. 

EQUIPMENT 

All equipment selected should approximate home conditions and 
should fit in to the community conditions and needs. 



10 THE UNIVERSITY OF THE STATE OF NEW YORK 

The kitchen, dining room and clothing units should first be 
equipped. Kitchen tables, stoves, cupboards and utensils should 
be the same as the average family uses, and not of individual type. 
The kitchen should be provided with hot and cold running water 
and sinks. Laundry tubs may be installed under the drain boards 
of the sink. The fuel selected should represent that used in the 
community. Two types should be chosen, gas and kerosene ; or 
coal and gas. The tables, stoves and sinks should be arranged in 
groups or unit kitchens approximating home conditions and not 
follow the old-fashioned hollow square arrangement. 

The dining room equipment should consist of a table, chairs, 
table linen, silver and china. 

The clothing room should be provided with at least two tables for 
cutting, one machine for three or four girls, mirror and screen 
for fitting, cupboard, locker case or storage space for materials and 
unfinished garments, ironing board and iron. 

The other rooms should be furnished in a simple way and should 
be a class problem, the girls selecting the furnishings for the rooms. 
Attractive and substantial furniture may be found in secondhand 
stores and some of it may be refinished by the classes. 

Cooperation with the school nurse or any community organiza- 
tion owning nursing equipment should be secured for presenting 
work in home nursing and child care. 

It is recommended that the science laboratory be used for teaching 
household science. Such equipment as blackboards, charts, bulletin 
board, reference books, etc. are considered a necessity. 

QUALIFICATIONS OF TEACHERS 

The success of the homemaking department is for the most part 
predetermined by the qualifications of the teacher, and the selec- 
tion should be made with great care. The teacher should be able 
to obtain and to hold the confidence of the pupils and of the com- 
munity, should have poise, character and a pleasing personality. 
Since two-thirds of the salary of the first teacher of homemaking 
will be paid by the State, the community can afiford to secure a 
teacher of experience and to pay a salary high enough to employ 
a person well fitted to serve the local needs. 

The following are the required qualifications for a teacher of 
homemaking in the high school : 

1 No instructor will be eligible for appointment as a teacher of 



STATE-AIDED HIGH SCHOOL DEPARTMENTS OF HOMEMAKING 11 

homemaking in a state-aided department who has not completed 
a four-year course in home economics beyond the high school in 
an institution whose teacher-training course shall have been ap- 
proved by the Commissioner of Education. 

In addition, the teacher of homemaking shall have had practical 
experience in managing a home and shall have had actual experi- 
ence in some commercial field related to the home activities. 

2 A candidate who is a graduate of an approved four-year 
course but who is lacking in homemaking experience, or in experi- 
ence in a commercial field, may be granted a temporary license 
pending the completion of such homemaking and commercial 
experiences. 



SUGGESTED CURRICULUM FOR A HIGH SCHOOL 
COURSE IN HOMEMAKING 



REGENTS 




REGENTS 


HOMEMAKING SUBJECTS COUNTS 


ACADEMIC SUBJECTS 


COUNTS 


Ninth year 








1 Elementary foods (V2) 

2 Elementary clothing and 

design (^) 


7/2 


English 

Science (biology) 

Art 


4 
5 

4 


Tenth year 








3 Lunch room and special 

cookery (^) 

4 Dressmaking and milli- 

nery (^^) 


7/2 


English 
Algebra 
1 Civics 
Elective 


4 
5 
2 
2 


Eleventh year 








5 House planning and deco- 
ration iVz) 
6a Household science — 10 
weeks 
b Dietetics, home nursing 
and child care — 10 
weeks 


7/2 


English 

Geometry 

History 


4 
5 
S 


Twelfth year 








7 Home management (J^) 

8 Advanced dressmaking and 

costume design (^) 


7/2 


English 
History 
2 Chemistry or physics 


4 

5 
5 



1 Wherever civics has been taught in the seventh and eighth grades as outlined in the 
Syllabus for Civics and Patriotism, it is not required as part of the academic course. 

2 Applied chemistry may be substituted for general chemistry. 

NOTES CONCERNING THE CURRICULUM 
The courses are arranged in semiyearly blocks with the aim of 
affording opportunity for as wide a range of instruction as possible 



12 THE UNIVERSITY OF THE STATE OF NEW YORK 

each year, for the pupils who may leave school before the com- 
pletion of the course, but it is to be hoped that all girls will remain 
in school four years and complete the homemaking course. 

One double period (90 minutes) a day is to be devoted to the 
homemaking subjects in school and a home project requiring the 
equivalent of one period a day (45 minutes) is to be completed 
as described under " Home Projects." Credit for the work each 
year is to be given only after completion of the project. 

The sequence of courses during the four years may be adjusted 
to meet the needs of individual schools with the following excep- 
tions : course 1 is a prerequisite to course 3 ; course 2 is a pre- 
requisite to course 4; courses 2 and 4 are prerequisites to course 
8; course 1 is a prerequisite to course 6 which should not be given 
until the pupils have had a foundation of general science, hence is 
better deferred until the third year. 

It may be left to the discretion of the local administration as 
to the distribution of time to be devoted to courses assigned for 
each year. If so desired, homemaking 1 and homemaking 2 may 
be carried throughout the year by devoting two 90-minute periods 
a week one semester and three 90-minute periods a week the other 
semester to each course instead of carrying such course for one 
semester only. The same arrangement may be made for the courses 
outlined for the other^ three years. 

In small schools where there may be but one teacher of home- 
making it will be necessary to alternate at least two years of work. 
If the entering class is large each year, it is recommended that the 
first and second }-ear's work be given every year and alternate the 
third and fourth year's work. 

In localities where the school system is organized on the 6-6 or 
the 6-3-3 plan with an intermediate or junior high school, the 
homemaking work done in the last year of the junior high school 
or intermediate school will follow the courses outlined for the ninth 
year and Regents credit will be given accordingly. 

The' household arts or home economics taught in the seventh and 
eighth years, whether organized in intermediate or junior high 
school or in elementary school, will be governed by the Regents 
regulations for elementary schools. 

The home project shall be chosen along the line of the year's 
work in which instruction is being given and should grow out of 
class instruction. 



STATE-AIDED HIGH SCHOOL DEPARTMENTS OF HOMEMAKING 13 

The academic and homemaking subjects outlined under the sug- 
gested curriculum meet the Regents requirements for an academic 
diploma. The selection and sequence of academic subjects is left 
to the discretion of the local school administration subject to the 
approval of the State Education Department. It is recommended, 
however, that a science sequence be required. 

COURSE OF STUDY 

The content of a possible course of study is presented in a sepa- 
rate bulletin which may be obtained from the Division of Voca- 
tional and Extension Education upon application. 

The foundation of this course is the work in home economics 
which is being given in the grades (5-8) in a large number of the 
schools of the State. In those high schools in which there has been 
no preliminary instruction, time must be devoted to the foundation 
work and an adjustment made of the suggested projects. 

It is not intended to present in this bulletin a definite outline of 
topics to be covered in each subject but to give the broad content 
of principles to be taught and suggest projects to illustrate the 
principles. Each local community will adapt the practical phases 
to meet its own needs. 

VOCATIONAL CONTENT 

Girls who select this course will be trained to enter the vocation 
of homemaking. In addition, however, girls who are planning to 
engage in wage-earning occupations will receive prevocational 
training for many of the occupations growing out of home activi- 
ties, such as : home economics teacher, nurse, dietitian, forewoman 
in dressmaking shop, forewoman in millinery shop, lunch room or 
cafeteria manager, institutional manager, saleswoman, nursery 
governess, professional shopper, food demonstrator, home econom- 
ics extension worker. 

HOME PROJECTS 

The aim of the " home project " work is to give the pupil oppor- 
tunity for carrying on at home some of the activities in which she 
is instructed in the school. The time devoted to the home project 
should be equivalent to at least 45 minutes of work for each school 
day. This time may be distributed over the days of the week or 
week-ends. 



14 THE UNIVERSITY OF THE STATE OF NEW YORK 

In planning the home project with the pupils the parents should 
be called into consultation as to the advisability of the type of 
project to be chosen. 

To distinguish between " home project " and merely " home 
work " the following definition and description of " home project " 
is given: 

The " home project " should be a piece of work to be done out- 
side of school hours directly related to the subject matter of the 
course of which it forms a part. This piece of work should embody 
many of the principles of the subject taught, should involve a 
specific plan of procedure, should include a report of details and 
should be supervised. To illustrate: a "home project" to be car- 
ried on in connection with homemaking 1 might be the planning 
for and preparation of the three family meals Saturdays and Sun- 
days for a series of four week-ends. This would include the 
planning of the meals, estimating costs, buying food materials, 
storage, cooking, serving, caring for left-overs and waste and the 
clearing away of dishes with a report of the same as to time involved, 
costs and standardization of food served. 

The home project to be carried on in connection with home- 
making 2 might be the wardrobe of a younger sister, following 
the same regulations as the food " home project." The work would 
include an inventory of the present wardrobe of the child, an esti- 
mate of new garments necessary, a description of these garments as 
to number, style, fabric and estimated cost; the construction of 
some specific garments depending upon the difficulty of construction ; 
and the necessary repairing, brushing and pressing for the daily 
upkeep of the wardrobe with the required reports. 

The scope of the project would determine whether it would be 
a semester's work or the work of a year, or more. The home 
project that will continue throughout a year's course will neces- 
sarily be of broader content, and will include a greater amount of 
constructive work than the home project that is carried for one 
semester only. 

It is not necessary that the project be completed during the 
school year, as obviously some of the most valuable projects would 
be those carried out during vacations. If so, the projects must be 
carefully supervised by the teacher. Arrangements should be made 
to employ the teacher during the summer months. 

Copies of a bulletin fully outlining the recommended project work 



STATE-AIDED HIGH SCHOOL DEPARTMENTS OF HOMEMAKING 15 

may be obtained from the Division of Vocational and Extension 
Education upon application, 

REQUIRED REPORTS 

Schools maintaining approved courses in vocational homemaking 
are required to file annually with the State Department of Educa- 
tion the following reports : 

1 A preliminary statement of home projects in homemaking, 

2 A final statement of home projects in homemaking, 

3 The annual statistical and financial report. 

Blanks may be obtained from the Division of Vocational and 
Extension Education. The pupils reported as carrying home pro- 
jects are required to keep a detailed record of each project ready 
for inspection at any time. It is recommended that these reports 
be kept on file in the schools. 

The claims for Regents credit for work in home economics should 
be accompanied by the final statement of home projects in home- 
making. 

EDUCATION LAW RELATIVE TO VOCATIONAL 
INSTRUCTION 

Copies of article 22 of the Education Law, as amended to date, 
relative to vocational instruction, may be obtained upon application 
to the Division of Vocational and Extension Education, The law 
relates to general industrial, unit trade and technical schools, part- 
time or continuation schools, practical arts or homemaking schools 
and schools of agriculture, mechanic arts and homemaking. 



LIBRARY OF CONGRESS 



012 822 118 9 # 



